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題名 | Parenting Styles, Family Dynamic System and Culture: Do They Influence Creativity?=父母教養方式、家庭動力系統、以及文化:他們影響創造力嗎? |
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作者 | 吳昆壽; | 書刊名 | 初等教育學報 |
卷期 | 11 1998.06[民87.06] |
頁次 | 頁199-218 |
分類號 | 528.2 |
關鍵詞 | 父母教養方式; 家庭動力系統; 創造力; |
語文 | 英文(English) |
中文摘要 | 創造力的定義傾向於分成三種不同的類別:創造的個人、創造的過程和創造的結 果。在評估兒童的創造力時,有四種能力通常會出現在陶倫斯創造思考測驗上:流暢、變通、 獨創和精進。創造力和智力之間的相關是很低的,智力商數和創造力常作為資優教育方案的重 要參考。具權威(但非獨裁)的父母教養方式會給兒童各種機會、嘗試新的事情、參與家庭的 決策、容忍可能的失敗。而對於溝通給予積極回饋的家庭系統有助於兒童的創造力。增進創 造潛能有賴於心理的安全和自由。中國的老師認為創造力對於學生的學習很重要。然而,他們 同時強調創造的結果和創造的過程。 |
英文摘要 | Definitions of creativity tend to fall into three distinct categories: creative person, creative process, and creative product. In estimating children's creativity, four abilities are usually employed in the TTCT: fluency, flexibility, originality, and elaboration. The correlation between creativity and intelligence is low. Intelligence quotient and creativity are good indices for use in the gifted programs. The authoritative parenting style lets the children take chances, try new things, participate in family decision-making, and develop a tolerance of their own possible failure, A family system which provides positive feedback loops on communication has effects on children's creativity. Enhancing creative potential is largely dependent upon psychological safety and psychological freedom. Chinese teachers recognize the importance of creativity in students learning. However, they emphasize both the end product and the process of creativity. |
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